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Biocontrol Agents in the Field

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Biocontrol Agents in the Field Biocontrol agents in the field Background information Summary Students survey biocontrol Biocontrol agents can be found on weeds agents in the field and examine throughout New Zealand. By sampling the damage they cause to biocontrol agents, students learn about weeds. the agents’ life cycles, the damage they cause to weeds, and their population Learning Objectives dynamics. Students will be able to: • Identify biocontrol agents for It may be useful to conduct a general gorse and broom. lesson on population dynamics prior to, or • Use appropriate methods to as follow up to this lesson. sample biocontrol agents. • Record observations and The following set of activities provides manipulate data about examples of agents and investigations biocontrol agents found in the students can carry out during a field trip. field. The activities focus on biocontrol agents • Make informed guesses about for gorse and broom—common weeds in the probable impact of most areas of New Zealand. Not all biocontrol agents based on agents are present in all areas—check for observations. agents before you take your students out, and choose activities based on the Suggested prior lessons agents present in your area. What is a weed? Choose your weapon Survey the same area over several years Adventures in biocontrol so students can examine trends in the populations of biocontrol agents over Curriculum Connections time. Science, levels 5-8 Activities Vocabulary/Concepts Break the class into small groups (2-4 carrying capacity, density students each) to complete the following dependent factors, density independent factors, exponential activities. growth, logistic growth, population, sample. Gorse seed weevil (Exapion ulicis) and gorse pod moth (Cydia succedana) can Time be used to investigate how biocontrol 1-3 hr in the field, plus possible 1 hr agents affect seed production. Their classroom follow-up effects are easily observed and quantified by students. Materials • clipboards / pencils Collect gorse pods from a random • paper or data sheets sample of plants in your study area. Open • Gorse and broom biocontrol each pod and record the number and agents handouts type of insect in each pod. Also record • calculators (optional) Biocontrol agents in the field 1 whether the pod is destroyed, but empty (indicating that a pod moth caterpillar has been through the pod). Calculate the percentage of pods destroyed by each agent. Gorse spider mite (Tetranychus lintearius) Though it is difficult for students to quantify the damage gorse spider mites cause, the colonies are easily located and counted during the warmer months, especially during long periods without rain. Students can survey an area and record the number of gorse plants with and without mite colonies. Mites are also behaviourally interesting. Like all invertebrates they are cold blooded so their level of activity is temperature dependent. In cold weather they retreat to the centre of their web, becoming inactive and forming a dense ball. When they warm up, they become active again and disperse throughout the web. You can observe mite behaviour closely with a magnifying lens. Gorse spider mites are a good illustration of the complexity of a biocontrol programme and how agents become part of the local ecology. A native black ladybird preys upon the mites and can be found in the spider mite webs. The behaviour of predator and prey can be observed in the field. Broom seed beetle (Bruchidius villosus) can be surveyed in three ways. In spring, students can beat broom plants over a 1 x 1 m sheet or card to collect and count adults. Discuss with the students the importance of having a consistent collection method (i.e. the same number of hits to the plant, with the same force, using the same size collection sheet below), and establish the method with the students beforehand. If beetles are surveyed over several years, students can evaluate population trends in the beetles over time. Also in spring, students can sample young broom pods and count the number of eggs laid on each pod. The number of seeds in the pod is also visible, even on young pods. Knowing that each beetle destroys one seed, students can calculate the percentage of seeds destroyed by the beetles (total # eggs ÷ total # seeds x 100). Another survey method (for late summer) is to look for newly emerged adult beetles inside mature pods that have not yet burst open. Have students collect a random sample of pods from the study site. They should record the number of beetles found inside each pod, and the number of seeds per pod. Knowing that each beetle destroys one seed, students can calculate the percentage of seeds destroyed by the beetles (total # beetles collected ÷ total # seeds x 100). Broom psyllid (Arytainilla spartiophila) can be difficult to see on the plant except as an adult in late spring on new growth. When adults are present, students can look for both the psyllids and the mirid bugs that prey upon them. This is a good illustration of the complexity of biocontrol, and how agents become part of the local ecology. Biocontrol agents in the field 2 Psyllids can also be surveyed by beating broom plants over a 1 x 1 m sheet or card, as for broom seed beetle. If students are beating plants for seed beetles, they can count psyllids at the same time. Though it is difficult to quantify the damage the psyllid causes, if surveys are taken annually, students can evaluate population trends. Discussion Some questions for follow-up classroom discussion: 1. Which agent(s) do you think are doing the most damage in our study site? What evidence did you collect that supports your answer? 2. Did all the groups get the same results? Why might groups get different results? How can we improve the accuracy of our conclusions? What results do we get if we pool everyone’s data? 3. Why do you think more than one biocontrol agent was released for each weed? What factors might be limiting the damage these agents cause to the target weeds? 4. Did you see any other biocontrol agents? What were they and what do they do? Assessment/Extension 1. If you have more than one year of data, have students graph the populations of biocontrol agents over time. Ask them to interpret their results. Are the populations increasing, decreasing, fluctuating from year to year? Discuss what factors might be affecting the populations of biocontrol agents (they may be newly established at the site so populations are rising, the population may have reached its carrying capacity and levelled off, the populations may be being affected by parasitism, predation or disease, weather conditions may have increased or decreased survival of the agents, or human activities such as grazing, spraying, mowing, etc. might have affected the agents). Which of these factors are density dependent? Which are density independent? 2. If there are broom or gorse biocontrol agents missing from your study site, have students investigate the agents’ habitat requirements and determine if they can possibly survive on the site. If possible, locate nearby populations where you can collect agents and release them on the study site. Monitor their establishment. 3. Record your observations on Nature Watch NZ (www.naturewatch.org.nz), a citizen science website where you can record observations, ask questions about them, and see others’ observations. Curriculum connections Science—Nature of Science Levels 5 & 6 Understanding about science • Understand that scientists’ investigations are informed by current scientific theories and aim to collect evidence that will be interpreted through processes of logical argument. Biocontrol agents in the field 3 Investigating in science • Develop and carry out more complex investigations, including using models. • Show an increasing awareness of the complexity of working scientifically, including recognition of multiple variables. • Begin to evaluate the suitability of the investigative methods chosen. Communicating in science • Use a wider range of science vocabulary, symbols, and conventions. Levels 7 & 8 Investigating in science • Develop and carry out investigations that extend their science knowledge, including developing their understanding of the relationship between investigations and scientific theories and models. Communicating in science • Use accepted science knowledge, vocabulary, symbols, and conventions when evaluating accounts of the natural world and consider the wider implications of the methods of communication and/or representation employed. Science—Living world Level 7 Ecology • Explore ecological distribution patterns and explain possible causes for these patterns. NCEA Biology Level 1 Achievement standard 90925 – Carry out a practical investigation in a biological context with direction Biology Level 4 Unit standard 26509 – Explain biodiversity of New Zealand Unit standard 26510 – Demonstrate knowledge of ecosystems Biocontrol agents in the field 4 Vocabulary/concepts Carrying capacity – the maximum number of individuals the habitat can support. Density dependent factors – Factors affecting a population that vary with the size of the population. For example, diseases spread more easily among individuals (and will affect a greater percentage of individuals) in a dense population, so the effect of disease is density dependent. Density independent factors – Factors affecting a population that do not vary with the size of the population. For example, a period of harsh weather may kill 50% of a population of insects, regardless of how many insects are in the population, so the effect of the weather is density independent. Exponential growth—the growth of a population with no limits acting on it. In exponential growth, the rate of increase of the population increases as the population gets larger, as shown in the graph to the right. Logistic growth – the growth of a population under the influence of a restraint (such as a limiting resource). In logistic growth, the rate of growth decreases as the population increases, as shown in the graph to the right.
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